Python: purple filter – objects, iterations, nesting, scope

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The purpose of this assignment is to use programming as a means of changing the filter on a photograph. You will use the antelope photo from Topic 1 and add either a purple or sunset filter to it.

During this process, you will learn how to iterate through lines of code in order to repetitively test data for conditional status, and change the data based upon the results.

Assignment Instructions:

  1. Locate the same photograph used in the Topic 1 assignment.
  2. Copy the file.
  3. Create a program that prompts the user for the copied file.
  4. Modify the file to add a purple or sunset filter.

Submit the following in a compressed, zip file format:

  1. Your python program. Naming convention is: firstInitial+lastName+PurpleFilter.py. Example: dharalsonPurpleFiler.py
  2. At least one screen capture demonstrating that your program was functional.

Test item reliability indicates how consistent the results produced from items on a test are. Consistency can refer to the items’ stability over time or the consistency of the items with each other.

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Test item reliability indicates how consistent the results produced from items on a test are. Consistency can refer to the items’ stability over time or the consistency of the items with each other. If an item is unreliable, statistical relationships will appear weaker than they really are and inappropriate conclusions may be drawn regarding the relationships between variables.
A measurement of reliability consists of the extent to which an observed score (which is the true score plus or minus error) accurately reflects the true score. Returning to the example in this week’s Introduction, if your true weight were 150 pounds and you stepped on the scale hundreds of times, it would sometimes show 149, sometimes 151, and sometimes 150. If you averaged all of those weights, you would come close to your true score. If you looked at how much the weights varied, you would have a good measure of the scale’s error. 
The situation is similar with a psychological test—a score on an IQ test represents an estimate of the theoretical “true” IQ; however, that observed score also includes error.
Researchers or test developers measure a test’s reliability with a reliability coefficient, generally a positive correlation coefficient that is less than 1.00. (A correlation of 1.00 would indicate perfect correlation, which is theoretically impossible due to inherent error in measurement.) Acceptable reliability coefficients for psychological tests or test items are generally at least .70. If you know a test’s reliability, you can calculate its margin of error, a “plus or minus” band that indicates an interval likely to contain the true score.
A test item is reliable if its variations over time primarily reflect variations in what you are measuring. An unreliable item would show changes over periods that are not possible or are theoretically unexpected depending on the construct you are measuring. For instance, personality is a construct that is believed to be constant over a period of years or decades. An item that stated, “I feel happier than usual today” would be unreliable for measuring personality, because the construct of mood easily changes from day to day, much more quickly than the construct of personality.
For this week’s Discussion, think of a specific testing scenario. Then consider a reliable test item for that testing scenario and an unreliable item for that same testing scenario. Consider how you might know if these items are reliable or unreliable.
With these thoughts in mind:
Post by Day 4 a brief description of a specific testing scenario. Then describe one reliable test item and one unreliable test item for that testing scenario. Finally, explain what determines whether an item is reliable or unreliable within the scenario you presented.
 
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Practice Schedule

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Many skills require that we adjust performance to meet varying environmental demands. One example of this is how we adjust the speed at which we walk. We can walk slowly so as to enjoy the scenery or a conversation during a casual stroll, or we can walk briskly as we might when walking through an airport. Both of these actions—strolling and walking briskly—share the common features that place them in the same class of movements (i.e., they use the same generalized motor program), but they have different movement outcomes—speed of travel—that result from the adjustments we make to meet different environmental goals (i.e., parameter adjustments).
Chapter 10 of your textbook discusses the common features that describe a class of movements. These features include a common relative timing structure as well as adjustable parameters that allow us to produce different movement outcomes. Effective training for a class of movements will help a person learn to vary movement outcomes by adjusting parameter values of the generalized motor program that governs the class of movements.
Often during practice, you (or your instructors) would like to practice more than one skill in a training session. In this activity, you will consider factors to help you choose the most appropriate way to organize the practice of multiple skills in a single training session. Complete the activity as follows:

  1. Choose and name a movement activity that includes several motor skills that could be incorporated into a practice session. Describe three of the skills completed in the activity and describe the goal of each skill and the basic movements it requires.
  2. Describe the learner who is likely to participate in the practice you design for the movement activity.
  3. Design a practice session. Describe in detail the type of practice schedule (blocked vs random; constant vs variable; mass vs distributed) you would include in the practice session. Explain how and why you organized the practice session and selected the type of practice for each skill.

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Knowledge of the principles of individual and organizational change

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Knowledge of the principles of individual and organizational change and a commitment to assume personal responsibility for leading and supporting others in results-oriented changes AS/R (5)(c)4(ii)

Review the EDUCATEAlabama modules. Write a summary of the teacher evaluation process in Alabama.

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